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DTSTART;TZID=America/New_York:20220301T150000
DTEND;TZID=America/New_York:20220301T163000
DTSTAMP:20260408T100734
CREATED:20231212T215504Z
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UID:245287-1646146800-1646152200@leo.gradelevelreading.net
SUMMARY:Innovations in In-School Tutoring: Updates From Research and On-the-Ground Efforts
DESCRIPTION:Co-sponsored by the Overdeck Family Foundation\n			\n				\n				\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				“Kids must become code breakers in order to ultimately become meaning makers. In other words\, reading is the operating system of education\, and if our kids can’t read\, they can’t learn.”  \nJessica Reid Sliwerski made the above statement as she explained why she founded Ignite! Reading and described how this online tutoring program is enabling high-quality tutoring at scale. \nThis session examined the potential of high-dosage\, small-group tutoring as a proven-effective strategy for accelerating equitable learning recovery with presentations rooted in research and practice. Melanie Dukes of Overdeck Family Foundation moderated the conversation\, beginning by sharing the increasing degree to which our country’s education leaders are turning to tutoring to help with learning acceleration and to address the learning loss experienced during the pandemic. With the federal government’s infusion of more than $24 billion in ESSER funds for districts to spend on evidence-based interventions such as tutoring\, Dukes noted that this a critical time for school and district decision-makers to gain a deeper understanding of what makes tutoring programs effective and how to select a program that’s best positioned to meet their needs. \nDukes began by inviting Susanna Loeb\, Ph.D.\, of Brown University’s Annenberg Institute for School Reform to set the stage by sharing research underscoring the benefits of tutoring and the seven critical elements of high-impact tutoring. Among these are a foundation of safety\, equity and cohesion; a high priority on developing strong tutor-student relationships; special attention to the amount of instruction and the instructional materials used; and the use of data to understand students’ learning needs and to track their progress. Loeb shared\, “Start small and [implement a high-quality tutoring program] really well for the students who really need it\, then expand it out\, once you have it down.”  \nJanice Jackson\, Ed.D.\, of America Achieves then described her experiences implementing high-dosage\, small-group tutoring while leading Chicago Public Schools and her plans to launch a national tutoring initiative that will ensure equitable access to high-quality academic supports. Jackson reflected\, “It’s no secret that there are deep inequities in our education system that have long existed prior to the pandemic. All of us have witnessed those gaps widen over the past two years….We don’t want to just focus on recovery from the pandemic. This is also an opportunity to achieve greater equity and make sure that all students have access to high-quality\, high-dosage tutoring post-pandemic. It should be free\, it should be affordable and it should be accessible and ubiquitous in all of our school systems\, and that’s just simply not the case largely due to cost and limited understanding of how to scale most effectively.” \nThey were joined by representatives of three innovative tutoring programs that either emerged or evolved during the pandemic.  \n\nA.J. Gutierrez introduced the research behind Saga Education and the impact of the program on children’s academic growth\, explaining how Saga’s intensive tutor training and ongoing professional development is part of its secret sauce. Said Gutierrez\, “We’re seeking to make sure that high-impact in-school tutoring is a central part of school design.”\nChanda Johnson of Zearn Math first shared her experiences utilizing high-quality programs like Zearn in tutoring programs while serving in the Louisiana Department of Education. She explained how the research-backed curriculum and digital lessons in Zearn are now being deployed as part of tutoring programs and the impact of the platform on student growth. She commented\, “Tutoring is everywhere now in a way I haven’t seen before.” \nJessica Reid Sliwerski explained how she helped launch Ignite! Reading in response to the pandemic\, partnering with schools to embed daily 15-minute one-on-one\, data-driven reading skills instruction with a highly trained tutor\, delivered via Zoom\, as part of the schools’ literacy programming. She also announced that this fall Ignite! is launching 1st Grade Promise\, a 1\,000-student pilot designed to ensure all participants leave first grade as fluent\, independent readers ready to begin second grade. \n\nQuestions and discussion among panelists and in response to participant questions covered a variety of topics\, including characteristics of high-quality hybrid or virtual tutoring models\, the difference between high-impact tutoring and Response to Intervention (RTI); and approaches to researching different components of high-quality tutoring interventions when considering scale and cost effectiveness.  \nPanelists closed by lifting up the opportunity to expand and scale high-dosage tutoring. Johnson said\, “Let’s build this together. Let’s get this right. Let’s learn from each other.” Said Jackson: “Think about how to be part of this moment and this movement.”
URL:https://leo.gradelevelreading.net/event/innovations-in-in-school-tutoring-updates-from-research-and-on-the-ground-efforts/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20220308T150000
DTEND;TZID=America/New_York:20220308T163000
DTSTAMP:20260408T100735
CREATED:20240107T215342Z
LAST-MODIFIED:20240107T215342Z
UID:245790-1646751600-1646757000@leo.gradelevelreading.net
SUMMARY:How Education Decision-Makers are Maximizing Summer to Accelerate Learning Recovery
DESCRIPTION:“We’re encouraging states to start thinking about relegating this work of summer learning into the structure of the State Education Agency (SEA) because\, rather than having this be something that we work on for the short term\, we want it to become a natural conversation among SEA members building state strategic plans as they think about the long-term importance of this work.” \nThis point made by Kathleen Airhart\, Ed.D.\, of the Council of Chief State School Officers in this week’s GLR Learning Tuesdays panel captures the heart of the discussion among state-level leaders about How Education Decision-Makers Are Maximizing Summer to Accelerate Learning Recovery. Moderated by Polly Singh of the Wallace Foundation\, the discussion explored how SEAs are using billions of federal recovery dollars to fund local education agencies\, build community partnerships and provide professional development to prioritize summer learning – especially in communities hardest hit by the pandemic. In case you missed this opportunity to learn and engage\, links to the recording and other materials can be accessed here on CLIP\, with links to additional resources included below. \nSingh began the discussion by sharing an overview of the Wallace Foundation’s extensive support for summer learning and their backing of up-to-date research and resources\, including the National Summer Learning Project and Toolkit\, along with the foundation’s investment in state-level work to expand summer learning. She then engaged Airhart and Aaron Dworkin of the National Summer Learning Association (NSLA) in an exploration of their new partnership\, the State Summer Learning Network\, which is designed to inform state-level efforts by providing NSLA’s expert training and technical assistance to SEA leaders in “building state strategic plans” for summer learning\, as quoted by Airhart above. Melissa Castillo\, Ed.D.\, and Dawn Fitzhugh of the Arizona Department of Education and Brian Doran of the Texas Education Agency\, two states at the forefront of prioritizing summer learning\, joined the discussion and reviewed what a major state investment in summer learning looks like on the ground in districts and communities across their states. Through in-depth professional development for teachers\, directed outreach to families and high-quality instructional materials\, they ensure equitable access to summer learning activities that bolster academic and social-emotional development.
URL:https://leo.gradelevelreading.net/event/how-education-decision-makers-are-maximizing-summer-to-accelerate-learning-recovery/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20220315T150000
DTEND;TZID=America/New_York:20220315T163000
DTSTAMP:20260408T100735
CREATED:20260202T234538Z
LAST-MODIFIED:20260203T123505Z
UID:254720-1647356400-1647361800@leo.gradelevelreading.net
SUMMARY:One State’s Big Bet on Community Schools: A Follow-on Conversation
DESCRIPTION:The things that we do to address the physical\, emotional and social needs of our children\, ultimately\, will support their achievement. \n\nCalifornia’s Superintendent of Public Instruction Tony Thurmond made the above statement at the start of his discussion with CGLR Executive Fellow John Gomperts during the March 15\, 2022 GLR Learning Tuesdays webinar\, capturing the essence of why California is investing $3 billion dollars into the Community Schools model. This learning and engagement opportunity picked up on the February 1\, 2022 session that featured José Muñoz of the Coalition for Community Schools and other leaders and explored Community Schools as a “big bet worthy” strategy that holds the potential for large-scale and sustainable changes for children and their families\, especially as we emerge from the pandemic. This March session further explored how and why Thurmond and the State Board of Education decided to invest so heavily in the Community Schools model and what implementation will look like in a place as large and diverse as California. \nGomperts focused his discussion with Superintendent Thurmond on elements that informed the decision to expand the Community Schools model throughout the state of California. Gomperts then moderated a panel discussion among Community Schools experts about the significance of California’s investment\, what other communities can learn from California’s big bet\, and the potential for deploying the Community Schools model to create learning environments that provide transformational opportunities for whole-child education. Araceli Chavez of the California Association for Bilingual Education\, Abe Fernández of the National Center for Community Schools\, Hayin Kimner\, Ph.D.\, of the California Community Schools Learning Exchange and Jeannie Oakes\, Ph.D.\, of the Learning Policy Institute discussed the importance of learning from districts that have been successfully implementing the model while building buy-in among school leaders at all levels as well as community leaders. They dove into the standards for development\, the extensive training available and the data demonstrating the model’s effectiveness\, acknowledging that this big bet will take a big lift. Thankfully\, there is a wealth of resources available to support communities’ work to make it successful.
URL:https://leo.gradelevelreading.net/event/one-states-big-bet-on-community-schools-a-follow-on-conversation/
CATEGORIES:Past Event
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DTSTART;TZID=America/New_York:20220322T150000
DTEND;TZID=America/New_York:20220322T163000
DTSTAMP:20260408T100735
CREATED:20260210T160557Z
LAST-MODIFIED:20260211T211055Z
UID:254803-1647961200-1647966600@leo.gradelevelreading.net
SUMMARY:Children’s Savings Accounts: Building Wealth\, Aspirations and Prosperity for Children and Families
DESCRIPTION:When Christina McLean of Durham\, North Carolina\, realized her 9-year-old daughter\, Lauren\, was eligible for a program that will contribute $500 into a savings and investment account they can tap for education or career needs when Lauren turns 18\, she was thrilled. “I did not see just the $500\,” McLean said. “I saw $5\,000… $50\,000… $500\,000… even $5 million! I saw a seed that\, if I watered and nurtured it\, would grow into a harvest that will help me fund my daughter’s future education.” \nDuring this March 22\, 2022 GLR Learning Tuesdays session\, McLean joined a panel of program developers\, funders\, researchers and partners in exploring the ways that children’s savings accounts (CSAs) improve educational expectations\, opportunities and outcomes for children and families from low- and moderate-income households.  \nIn addition to McLean\, the panel included William Elliott\, Director of the Center on Assets\, Education and Inclusion at the University of Michigan; Carl Rist\, a CSA expert and independent consultant; Patty Grant\, Executive Director of the Community Foundation of Wabash County\, Indiana; Muneer Karcher-Ramos\, Director of the Office of Financial Empowerment for the City of St. Paul\, Minnesota; and Colleen Quint\, President and CEO of the Alfond Scholarship Foundation. The conversation was moderated by Ginger Young\, CEO of Book Harvest\, a Durham-based children’s literacy nonprofit that started a CSA program for graduates of its Book Babies program in 2021.  \nDrawing on research and practice\, the presenters described several CSA models and noted that they all have a positive impact on children’s social-emotional development\, parents’ perception of economic safety\, maternal depression\, parenting practices\, parent-child communication\, and college enrollment and persistence. CSAs also serve as a two-generation tool for helping households get ahead and stay ahead by promoting financial literacy\, building wealth and cultivating a college-going culture and identity.  \nPresenters emphasized that long-term assets such as CSAs should not be seen as something that replaces income assistance for immediate needs; both are important. They urged listeners to connect children to CSAs early in life — at birth\, if possible — to maximize the positive effects. They described creative ways to increase and incentivize savings. And they noted the way that CSAs create “tangible hope” for children and families. \n\n“Poor kids dream\, poor kids have aspirations. They just don’t have a strategy for achieving them that’s realistic for them\,” Elliott explained. “Tangible hope means having a true pathway to achieving that dream.” 
URL:https://leo.gradelevelreading.net/event/childrens-savings-accounts-building-wealth-aspirations-and-prosperity-for-children-and-families/
CATEGORIES:Past Event
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